All rights reserved, first edition 2025. No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law.
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Website: https://skool21.org
Education has always existed since the inception of the human race. However, it was informal in the beginning but took a more formal and structured shape later. The objective remained the same: to prepare the inquisitive learners of today for the challenges of tomorrow. Now, we are in the 21st century, where dynamic curriculum, engaging pedagogy, and performance-based assessments are the essential elements for an impactful education system, where integration of technology is indispensable and inseparable due to the extensive exposure of learners to media and information. These circumstances make the establishment of engaging and relevant education a true challenge for educators.
It is an open fact that the challenges of the 4th industrial revolution cannot be encountered through conventional educational approaches. Our STEM education model, based on STEM Resource books and makerspace, is developed according to the Science, Technology, Engineering, Mathematics (STEM) approach, inter-disciplinary and integrated learning that engages learners in learning, inculcates skills development and enhances problem-solving abilities.
STEM challenges in this book are developed by STEM-certified educators, based on Next Generation Science Standards, The National Curriculum of England and the Common Core for Mathematics. These challenges were then reviewed by international STEM experts & organizations, including STEM.org, an eminent research & accrediting body in the United States. These challenges and pedagogy were put to the test in a long & robust process of prototyping on students & their teachers for their feedback on learning attainment and experience.
Expert teachers appreciate and endorse the systematic initiative of STEM programs in schools, through which learners are challenged to solve problems of real-world situations and emerge as innovators and inventors. Apart from developing collaboration and communication skills, students choose their career paths and achieve their goals in life.
Introduction to the Kit
8x
Plat e, 1x2, blue 302323
4x
Plat e, 1x4, blue 371023
6x
Plat e with holes, 2x4, blue 370923
8x
Plat e with holes, 2x6, blue 41 14027
10x
Connect or peg with fric tion, 3-module, blue 4514553
8x Angular beam, 4x2-module, blue 41681 14
4x Angular beam, 4x6-module, blue 4182884
2x
Plat e with holes, 2x8, blue 373823
4x
Studded beam, 1x2, blue 370023
4x
Studded beam, 1x4, blue 370123
4x
Studded beam, 1x6, blue 389423
4x
Studded beam, 1x8, blue 370223
2x
Angular beam, 3x7-module, blue 41 12000
4x
Studded beam, 1x12, blue 389523
4x
Studded beam, 1x16, blue 370323
Connect or peg with bushing, red 4140806 14x Axle, 2-module, red 4142865
4x Angular block, 2 (180º), red 4234429 14x
4x
Cross block, 3-module, red 4175442 10x Angular block with crosshole, red 41 18897
4x
Beam, 9-module, whit e 4156341
8x
Beam, 15-module, whit e 4542578
2x
Tube, 2-module, red 4526984
4x Studded beam, 1x2 with crosshole, whit e 4233486
2x St eering arm, black 41 14670
2x
Brick, 2x4, whit e 300101
2x
Brick, 2x2 round, whit e 614301
4x
Roof brick, 1x2/45º , whit e 4121932
2x Tile, 1x4, whit e 243101
2x
Beam, 3-module, whit e 4208160
2x Beam, 5-module, whit e 4249021
2x Beam, 7-module, whit e 4495927
2x
Bearing for st eering arm, black 41 14671
4x
Angular block, 1 (0°), dark grey 4210658
4x
Angular block, 3 (157,5º), black 4107082
28x
Connect or peg with fric tion, black 4121715
4x Tyre, 30,4x4, black 281526
4x
Tyre, 30,4x14, black 4140670
4x Tyre, 43,2x22, black 4184286
12x
Connect or peg with axle, beige 4186017
4x
Connect or peg, 3-module, beige 4514554
16x
Bushing, ½-module, yellow 4239601
4x
Connect or peg, handle, grey 421 1688
8x
Connect or peg, grey 421 1807
16x
Bushing, grey 421 1622
8x
Axle ex t ender, 2-module, grey 4512360
8x
Axle, 3-module, grey 421 1815
4x
Axle, 5-module, grey 421 1639
8x
Axle, 4-module, black 370526
2x Axle, 6-module, black 370626
2x
Axle, 8-module, black 370726
2x
Axle, 10-module, black 373726
6x
Axle, 12-module, black 370826
1x
Minifigure, pony tail wig, black 609326
1x
Minifigure, cap, red 448521
2x
Minifigure, head, yellow 9336
1x
Minifigure, body, whit e with sur fer 4275606
1x
Minifigure, body, whit e with flowers 4275536
1x
Minifigure, legs, orange 4120158
1x
Minifigure, legs, green 74040
2x
Gear, 16-t ooth, grey 421 1563
4x
Gear, 24-t ooth crown, grey 421 1434
2x
Gear, 40-t ooth, grey 4285634
2x
Gear, 10-t ooth rack, grey 421 1450
2x Worm gear, grey 421 1510
1x
Differential, 28-t ooth, dark grey 4525184
4x
Gear, 24-t ooth, dark grey 4514558
6x
Gear, 8-t ooth, dark grey 4514559
2x
Gear, 12-t ooth double bevel, black 417 7431
1x
Gear, 14-t ooth rack, black 4275503
6x
Gear, 12-t ooth bevel, beige 4514556
2x
Gear, 20-t ooth bevel, beige 4514557
2x
Gear, 20-t ooth double bevel, beige 4514555
2x
Belt , 33 mm, yellow 4544151
2x
Belt , 24 mm, red 4544143
2x
Belt , 15 mm, whit e 4544140
1x
Universal joint , 3-module, grey 4525904
4x
Hub, 18x14, grey 4490127
4x
Hub, 24x4, grey 4494222
4x
Hub, 30x20, grey 4297210
6x
Connect or peg, 1½-module, dark grey 421 1050
4x
Axle with knob, 3-module, dark grey 421 1086
4x
Cam wheel, dark grey 4210759
1x
Bobbin, dark grey 4239891
2x ½ beam, triangle, dark grey 4210689
2x String, 40-module with knobs, black 4528334
1x Plastic forms sheet 4500588
1x Weight element , black 73843
1x Conver t er cable, black 4514332
1x String, 2 m, black 4276325
1x Bat t er y box, 9V, grey 4506078
1x Mot or, 9V, grey 4506083
Simple Machines
Project 1: Gear
Introduction
Gears are wheels with teeth that help machines work. They can transfer force, change its direction, or make it stronger or weaker. When one gear turns, its teeth connect with another gear, making it move. Gears are found in many machines, like bikes and clocks. They help things run smoothly and efficiently.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Automotive Engineer, Transportation Engineer and Elevator Engineer.
Problem
A student wants to learn how gears work. To understand them better, they decide to build models. How can they design their models to see how gears move and connect?
Challenge
Design and build a model of the gear.
the end of this activity the learner will be able to demonstrate an understanding of the following:
Simple Machines
Project 1: Gear
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
Team Roles
a) Create a team with your friends and list down their names & roles.
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Force A push or pull of an object.
Motion A change in position compared to a place.
Friction The resistance of motion.
Gravity The invisible force that pulls objects toward Earth.
Energy The ability to do work.
Simple Machines
Build A Flower
Project 1: Gear
Project 2: A Flower
Helpful Information About Gears
Above are three gears: one with 40 teeth, one with 24 teeth, and the third with 8 teeth. The gear to which force is applied is called the drive gear. Any gear turned by the force of another gear is called a driven or follower gear.
Drive and Driven Gear
The gear that you use to turn force is called a drive gears.If the drive gear is bigger, the driven gear will turn faster. If the drive gear is smaller, the driven gear will turn slower. Common objects that depend on gears include cycles, powder and cars.
1:1 Gear Combination Plan:
Think about a 1:1 Gear Combination. How would you build one? Explain your understanding with an illustration.
Simple Machines
Project 1: Gear
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Evaluation
Turn the handle in the model and describe the speeds of the drive gear and the driven gear. Do both gears rotate at the same speed?
1:3 Gear Combination Plan:
Think about a 1:3 Gear Combination. How would you build one? Explain your understanding with an illustration.
Build A Flower
Machines
Project 2: A Flower
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Evaluation
Turn the handle in the model and describe the speeds of the drive gear and the driven gear. What do you observe as compared to the previous model?
Extra Challenge
Use your knowledge of gears to design and create your own car model that converts electrical energy into mechanical energy.
1) The car should be powered by electricity
2) The car should have at least 4 wheels
3) The motor should power at least 4 wheels
Simple Machines
Student’s Record Sheet
(Colour the correct option)
1) To what extent did you meet requirements of the challenge? Evaluation
2) What is the gear ratio used in your solution?
3) How many wheels did you use in your solution?
4) Is your model powered by electrical energy?
5) How many wheels are powered by the motor directly?
6) Estimate the speed of your car
Build A Flower
Simple Machines
Gear
Project 2: A Flower
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your gear project help meet the SDG of promoting sustainable cities and communities?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype.
I can code my prototypes to do what i want.
Build A Flower
Machines
Project 2: A Flower
Gear
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
Simple Machines
Project 2: Pulley
Introduction
A pulley is a simple machine that uses a rope and wheels to lift heavy objects. When you pull the rope down, the load moves up. Pulleys make lifting easier by changing the direction of force. They are used in flagpoles, cranes, and elevators.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Mechanical Engineer, Construction Engineer and Water Engineer.
Problem
A student wants to learn how pulleys work. To understand them better, they decide to build models. How can they design their models to see how pulleys lift and move objects?
Challenge
Design and build a model of the pulley.
the end of this activity the learner will be able to demonstrate an understanding of the following:
Simple Machines
Project 2: Pulley
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Timer or a phone with a timer
Team Roles
a) Create a team with your friends and list down their names & roles.
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Force A push or pull of an object.
Motion A change in position compared to a place.
Friction The resistance of motion.
Gravity The invisible force that pulls objects toward Earth.
Energy The ability to do work.
Build A Flower
Machines
Project 2: Pulley
Project 2: A Flower
Helpful Information About Gears
Engineers use pulleys to design many modern-day structures, machines, products, and tools, such as cranes, elevators, flagpoles, zip lines, motors, bicycle chains, clotheslines, water well buckets/ropes, rock climbing devices, window blinds, and sail/fishing boats.
Type A Pulley Plan:
Think about a Type A (1:1) Pulley. How would you build one? Explain your understanding with an illustration.
Simple Machines
Project 2: Pulley
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Evaluation
Turn the handle and describe the speeds of the drive gear and pulley wheels.
Question: What did you observe about your model?
Build A Flower
Machines
Project 2: A Flower
Type B Pulley Plan:
Think about a Type B (3:1) Pulley. How would you build one? Explain your understanding with an illustration.
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Simple Machines
Project 2: Pulley
Evaluation
Turn the handle in the model and describe the speeds of the drive gear and the pulley wheels. Question: What did you observe as compared to the previous (TypeA) model?
Type C Pulley Plan:
Think about a Type C (1:3) Pulley. How would you build one? Explain your understanding with an illustration.
Build A Flower
Simple Machines
Project 2: A Flower
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Evaluation
Turn the handle and describe the speeds of the drive and the driven pulley wheels. Question: What did you observe as compared to the compared previous(Type B) model?
Build A Flower
Machines
Project 2: A Flower
Type D Pulley Plan:
Think about a Type D inverse Pulley. How would you build one? Explain your understanding with an illustration.
Try to create your own design. If you are having trouble coming up with a design then try this example. Building Instructions
Build A Flower
Simple Machines
Project 2: A Flower
Pulley
Evaluation
Turn the handle and describe the speeds of the drive gear and pulley wheels.
Qyestion: What did you observe as compared to the previous(TypeA) model?
Student’s Record Sheet
1) Did you create your own models or use the examples?
Yes No (Colour the correct option)
2) Finish this sentence. Pulleys have _____ on their outer side.
3) Where do you see pulleys in everyday life?
Teeth
Grooves
Build A Flower
Machines
Extra Challenge
Use your knowledge of pulleys to design and create a motorized pulley system that can lift at least 50 g (or approximately 1 weight brick) from the ground to your table.
1) Estimate how long it will take to pull the weight brick from the ground to the table?
2) With a timer, time how long it takes to pull the weight from the ground to the table and write it down. How close was your estimate?
Simple Machines
Project 2: Pulley
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your pulley project help meet the SDG of promoting sustainable cities and communities?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype.
I can code my prototypes to do what i want.
Simple Machines
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
Simple Machines
Project 3: Levers
Introduction
A lever is a simple machine that helps lift or move heavy objects. It is a solid bar that rests on a fulcrum, or pivot point. When you push down on one end, the other end lifts the weight. Levers make lifting easier by reducing the effort needed. They are used in tools like seesaws, crowbars, and scissors.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Manufacturing Engineer, Civil Engineer, and Construction Engineer.
Problem
Two students are learning about simple machines. They want to build levers to see how they work. How can they design their levers to lift different objects?
Challenge
Design and build models of levers At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
Simple Machines
Project 3: Levers
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
Team Roles
a) Create a team with your friends and list down their names & roles.
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Force A push or pull of an object.
Motion A change in position compared to a place.
Friction The resistance of motion.
Gravity The invisible force that pulls objects toward Earth.
Energy The ability to do work.
Simple Machines
Build A Flower
Project 3: Levers
Project 2: A Flower
First Class Lever Plan:
Brainstorm
Think about a first class lever. How would you build one? Explain your understanding with an illustration.
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Simple Machines
Project 3: Levers
Evaluation
Apply force to lift the road on the lever. Describe the effect on the effort required when you change the position of the fulcrum. How hard or easy is to lift the load, as compared to the previous classes of levers?
Second Class Lever Plan:
Think about a second class lever. How would you build one? Explain your understanding with an illustration. Brainstorm
Build A Flower
Machines
Project 2: A Flower
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Evaluation
Apply force to the lever to lift the load. Describe the effect on the effort required when you change the position of the fulcrum. How hard or easy is to lift the load, as compared to the first-class lever?
Third Class Lever Plan:
Simple Machines
Project 3: Levers
Brainstorm
Think about a third class lever. How would you build one? Explain your understanding with an illustration.
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Evaluation
Apply force to the lever to lift the load. Change the position of the applied force and them write your observation about how hard or easy it was to life the load.
Build A Flower
Simple Machines
Student’s Record Sheet
2) Which class of lever is a nail cutter?
1) Were you able to make your own design or did you use the example? 1st 2nd 3rd
3) A seesaw is a first-class lever. If the lever is 10cm long, where would the fulcrum need to be placed so that it will be balanced?
4) Name the common example of each type of lever:
Build A Flower
Machines
Project 2: A Flower
5) How can levers make your everyday life easier? Explain.
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your levers project help meet the SDG of promoting sustainable cities and communities?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
Build A Flower
Simple Machines
Project 2: A Flower
Levers
I can develop a working prototype.
I can code my prototypes to do what i want.
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths
Suggested Improvements
Simple Machines
Project 4: Inclined Planes
Introduction
An inclined plane is a slanted surface, like a ramp, that helps lift objects. It lets you move heavy things to a higher place with less effort. The object travels a longer distance, but it is easier to lift than going straight up. Examples of inclined planes include ramps, staircases, and ladders.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Civil Engineer, Mechanical Engineer and Transit Authority Officer.
Problem
A student wants to learn how inclined planes work. To understand them better, they decide to build models. How can they design their models to see how inclined planes help move objects?
Challenge
Design and build a model of an inclined plane. At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
Simple Machines
Project 4: Inclined Planes
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Ruler
Team Roles Name
a) Create a team with your friends and list down their names & roles.
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Force A push or pull of an object.
Motion A change in position compared to a place.
Friction The resistance of motion.
Gravity The invisible force that pulls objects toward Earth.
Energy The ability to do work.
Simple Machines
Build A Flower
Project 4: Inclined Planes
Project 2: A Flower
Helpful Information About Inclined Planes
Brainstorming - Shorter Incline Plane
Think about a shorter inclined plane. How would you build one? Explain your understanding with an illustration.
Building Instructions - Shorter Inclined Plane
Try to create your own design. If you are having trouble coming up with a design then try this example.
Simple Machines
Project 4: Inclined Planes
Simple Machines
Project 4: Inclined Planes
Evaluation
Hold and turn the handle to observe the movement of the load.
Question: Describe what you observed. Was it easy or difficult to lift the weight?
Simple Machines
Project 4: Inclined Planes
Brainstorming - Longer Incline Plane
Think about a longer inclined plane. How would you build one? Explain your understanding with an illustration.
Building Instructions - Longer Inclined Plane
Try to create your own design. If you are having trouble coming up with a design then try this example.
Build A Flower
Evaluation
Student’s Record Sheet (Colour the correct option)
1) Did you create your own models or use the examples?
2) Measure the shorter incline A and write the length here.
3) Measure the longer incline B and write the length here.
4) How much longer is Incline B than incline A?
Simple Machines
Project 4: Inclined Planes
5) Describe what did you observe when using a long inclined plane. Was it easier or more difficult to lift the weight?
6) What do you think will happen If we increase the size of an inclined plane?
7) Where do you see inclined planes in everyday life?
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Build A Flower
Simple Machines
Project 2: A Flower
Inclined Planes
Reflection
a) How could your inclined plane project help meet the SDG of promoting sustainable cities and communities?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype.
I can code my prototypes to do what i want.
Build A Flower
Project 2: A Flower
Planes
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
Balanced Diet
Project 5: Balanced Diet
We eat many different types of food every day! Foods can be sorted into four main groups: Dairy, Grains, Meat, and Fruits & Vegetables. The Meat group includes foods like beef, chicken, fish, and eggs. Fish is especially good for our bodies because it has healthy proteins, calcium, and vitamins that help us grow strong. That’s why health experts say we should eat fish at least two times a week as part of a healthy diet!
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Nutritionist, Fisherman, and Manufacturer.
Problem
A relative wants to eat healthier and has been advised to include more fish in their diet because it is a great source of protein, calcium, and vitamins. To get fresh fish, they plan a hiking trip to a river. However, they don’t have a fishing rod! They need a way to catch fish efficiently. How can you design and build a fishing rod to help them?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
Balanced Diet
Project 5: Balanced Diet
Challenge
Design and build a fishing rod to help your relative catch the fish in the river.
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Crayons
Team Roles
Material Manager Head Architect Team Captain Project Tester
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Various More than one; several.
Recommend Advise.
Dairy Milk, yogurt, and other milk products.
Expert A very skillful and knowledgeable person.
Plenty More than sufficient quantity.
Balanced Diet
Build A Flower
Project 5: Balanced Diet
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
You have to design a fishing rod. Think about the structure of the fishing rod. What mechanism will release and retract the string? Explain your understanding with an illustration. How will you design such a fishing rod from the Simple and Powered Machines Kit? How could you build it using the components in the kit? Draw how you think it will look after you put it together. Use more paper if needed for your drawing.
Balanced Diet
Project 5: Balanced Diet
Create
Create your fishing rod.
Evaluation
Explain to your teacher how your model might help your relative catch fish.
Student’s Record Sheet
(Colour the correct option)
2) Try it. Does your design work well?
1) Were you able to make your own design or did you use the example? Yes
3) If your relative takes 2 friends with him and all 3 of them catch 5 fish, how many fish will they have?
4) Fish belongs to which food group?
5) Look at the list of behaviors below to color healthy behavior with green and unhealthy behavior with red.
Exercising Regularly
Eating Junk Food
Getting Enough Sleep
Sleeping Late Brushing Teeth
Drinking Clean Water Keeping a Balance Diet
Watching TV too Long Too much use of Phone
Balanced Diet
Project 5: Balanced Diet
Project 2: A Flower
6) This part of the mechanism is called a ratchet. Test and observe the role of rachet in the fishing rod, write your observation below.
7) Why do we need a balanced diet in our lives? Explain.
8) How can building a rod and learning to fish help end world hunger?
Try to create your own design. If you are having trouble coming up with a design then try this example. Building Instructions
Build A Flower
Diet
Project 2: A Flower
Project 5: Balanced Diet
Balanced Diet
Build A Flower
Project 5: Balanced Diet
Project 2: A Flower
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your fishing rod project help meet the SDG of promoting zero hunger?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype.
I can code my prototypes to do what i want.
ZERO HUNGER
HUNGER
Balanced Diet
Build A Flower
Project 5: Balanced Diet
Project 2: A Flower
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback?
Design Strengths Suggested Improvements
Transformation of Energy
Project 6: Tower Crane
Introduction
Energy is what gives things the power to move and work. Energy transformation happens when energy changes from one form to another.
In this tower crane project, AA batteries store chemical energy. When the motor runs, the chemical energy changes into electrical energy. Then, the electrical energy turns into mechanical energy, allowing the crane to lift construction materials up to the top floor.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Construction Engineer and Sustainability Engineer.
Problem
A construction company is building a skyscraper for a growing technology company. To complete the project, they need a way to lift heavy construction materials like cement and bricks to the top floor. Carrying them by hand takes too much time and effort. The company is looking for young engineers to design a machine that can efficiently lift materials to higher levels.
Transformation of Energy
Project 6: Tower Crane
Challenge
Can you act as an engineer and build a machine that is able to transform electrical energy into mechanical energy to lift the construction material to the top floor?
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Crayons
Team Roles
a) Create a team with your friends and list down their names & roles.
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Skyscraper A very tall building.
Engineer A person who designs and builds engines, machines, or structures.
Emerging Becoming apparent or prominent.
Construction The action of building something, like a large structure.
Manpower The number of people available for work.
Transformation of Energy
Build A Flower
Project 6: Tower Crane
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
Think about the structure of a machine that can lift a heavy load of construction material to the top floor. What does it look like? How will the machine convert electrical energy into mechanical energy to lift the load? Explain your understanding with an illustration below.
Create
Create your tower crane.
Transformation of Energy
Project 6: Tower Crane
Evaluation
Turn on the crane you just made by sliding the power switch forward. Observe it closely — what is actually happening? Is that the battery pack that will convert chemical energy into electrical energy for the motor to rotate? How the motor will move the pulley and hence the tower crane can lift the object upwards and downwards.
Student’s Record Sheet
(Colour the correct option)
2) Try it. Does your design work well?
1) Were you able to make your own design or did you use the example? Yes
3) If the skyscraper has 34 floors and each floor has 10 offices, how many offices are in the building?
4) Which form of energy is transformed into mechanical energy in this project?
5) In this model which form of energy is used to lift objects in an upward direction?
Build A Flower
Transformation of Energy
6) Electric cars are getting popular because they produce less carbon dioxide which increases global warming. Find out what kind of energy transformation takes place when driving an electric car.
7) Make a chart to show the transformation of energy in the tower crane model.
Try to create your own design. If you are having trouble coming up with a design then try this example. Building Instructions
Transformation of Energy
Project 6: Tower Crane
Build A Flower
Build A
Build A Flower
Transformation of Energy
Project 2: A Flower
6:Tower Crane
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your tower crane help meet the SDG of affordable and clean energy?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project?
I can break down a problem. 07
Build A Flower
Transformation of Energy
Project 2: A Flower
I can develop a working prototype.
I can code my prototypes to do what i want.
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths
Suggested Improvements
Tower Crane
Sound Energy
Project 7: Musical Device
Introduction
Sound is a type of energy that we can hear. It is made when objects vibrate, or move back and forth very quickly. These vibrations create sound waves that travel through the air and reach our ears. For example, when you clap your hands, the quick movement vibrates the air, and that’s what makes the clapping sound! Sound can also travel through water and even solid objects, like when you hear a knock on a door.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Audio Engineer, Sound Designer, and Game Designer.
Problem
A student has learned that when objects vibrate at different speeds, they produce different sounds. Using this understanding of sound energy, they want to build a musical device that transforms electrical energy into sound energy. How can they design and create this device?
Sound Energy
Project 7: Musical Device
Challenge
Can you help design and build a musical device that converts electrical energy into sound energy?
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Crayons
Team Roles
Team Captain Project Tester
Material Manager Head Architect
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Vibration (of a sound) continues to be heard.
Molecule A group of atoms bonded together.
Travel Go from one place to another.
Sound Energy
Build A Flower
Project 7: Musical Device
Project 2: A Flower
Device A thing made for a particular purpose.
Sound Athing that can be heard.
Plan
What model are you building? Describe it here
Think about the structure of a musical device. What does it look like? Investigate how the object vibrates. Explain your understanding with an illustration. Brainstorm
Sound Energy
Project 7: Musical Device
Create
Create your musical device.
Evaluation
Turn on the musical device you just made by sliding the power switch forward. The motor will start to rotate the gears by transforming electrical energy into mechanical energy and finally, the mechanical energy is converted into sound energy through the vibration of the object.
Student’s Record Sheet
(Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) Try it. Does your design work well?
3) Sound frequency is often measured in "Hertz" (Hz) which is how many vibrations per second. Example: 50 Hertz means 50 vibrations per second. If the sound from the device is measured at 73 vibrations per second, what is sound frequency of the device?
Hertz (Hz)
4) In this model which form of energy make the gears spin?
Build A Flower
Project 2: A Flower
5) In this model which form of energy is used in your musical device to create sound?
6) Explain how electrical energy is transformed into sound energy in your model.
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Project 7: Musical Device
Build A Flower
Sound Energy
Project 2: A Flower
Device
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your musical device help meet the SDG of promoting quality education?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
Build A Flower
Project 2: A Flower
Device
I can develop a working prototype.
I can code my prototypes to do what i want.
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths
Suggested Improvements
STEM Challenge
Project 8: Electric Fan
Introduction
Electricity is a type of energy that powers many things around us. It is made by generators and travels to our homes through wires. The path that electricity follows is called an electric circuit.
Batteries and cells are also sources of electrical energy. This energy can change into different forms, like light for a lamp, heat for a toaster, or sound for a speaker. Electricity can even help power wind turbines!
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Physician, Air Conditioning Engineer and Industrial Engineer.
Problem
It's a hot summer day, and a friend has just recovered from heat stroke. But the weather is still very hot, and another friend is worried it could happen again. They have an idea to make something that can help keep their friend cool. They want to build a machine that changes electrical energy into wind.
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
STEM Challenge
Project 8: Electric Fan
Challenge
Can you help design and build a machine that can help the friends survive the hot weather?
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Crayons
Use what you have learned from previous projects for this challenge.
Design Requirements
1) Your device should be able to move air.
2) Your device should stand by itself.
3) Your device should be powered by an energy source.
Team Roles
a) Create a team with your friends and list down their names & roles.
Name
STEM Challenge
Build A Flower
Project 8: Electric Fan
Project 2: A Flower
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Generator A thing that generates something.
Current A flow of electricity.
Heat Stroke To get exposed to high temperature.
Plan
What model are you building? Describe it here
Think about the structure of a fan. What does it look like? What mechanism will move the fan blades? Explain your understanding with an illustration. Brainstorm
Create
Create your electric fan.
STEM Challenge
Evaluation
Student’s Record Sheet
(Colour the correct option)
1) Does your device move air?
2) Does your device stand by itself?
3) Is your device powered by an energy source?
4) In this model which form of energy is used in your fan to move air?
5) Look at the example of a circular fan. The blades are placed an equal distance apart and are the same size. What fraction of all the blades are blue?
Build A Flower
STEM Challenge
Project 2: A Flower
Fan
6) Explain how you could use solar energy or wind energy to move the air needed to keep cool.
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your electric fan project help meet the SDG of promoting affordable and clean energy?
7 AFFORDABLE AND CLEAN ENERGY
b) How might people in the career fields listed for this project also help contribute to the SDG?
7 AFFORDABLE AND CLEAN ENERGY
c) Self-reflect on your work on this project.
I can break down a problem.
STEM Challenge
Project 8: Electric Fan
I can develop a working prototype.
I can code my prototypes to do what i want.
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths
Suggested Improvements
Force and Motion
Project 9: Car
Introduction
Force is a push or pull that makes an object move. Friction happens when two surfaces rub against each other, slowing things down. It can help stop a moving object or make it harder for something to slide. A model vehicle can show how force makes objects start moving and how friction affects their motion. Friction can be helpful, like when it keeps cars from sliding on the road.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Automotive Engineer and Transportation Engineer.
Problem At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
Two friends live in a hilly area where the street has a very steep incline. Some vehicles can drive up the hill, but others cannot. They want to figure out why this happens. To test their ideas, they decide to build a small vehicle to study force and motion.
Force and Motion
Project 9: Car
Challenge
Design and build a car that can climb an inclined plane.
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Timer or Phone with a timer
Team Roles
Material Manager Head Architect Team Captain Project Tester
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Force A push or pull of an object.
Motion A change in position compared to a place.
Friction The resistance of motion.
Gravity The invisible force that pulls objects toward Earth.
Energy The ability to do work.
Force and Motion
Build A Flower
Project 9: Car
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
Think about the structure of a car on an inclined plane. Why the car is moving forward? What would be the speed of the car? Explain your understanding with an illustration.
Create
Create your car.
Force and Motion
Evaluation
1) Turn on the vehicle you just made by sliding the power switch forward. The rear wheels of the vehicle will start to spin. Observe it closely — what is actually happening? Is that energy from the battery pack applied to produce force, and that force makes the wheels spin? If you put the vehicle on the ground, it will move, because there is friction between the wheels and the ground. As the friction is less than the force provided by the motor, it pushes the vehicle forward.
2) What would happen if there was no friction? The wheels would just spin and spin, but the vehicle would not move.
Student’s Record Sheet
1) Were you able to make your own design or did you use the example?
2) Try it. Does your design work well?
3) Time how long it takes for the car to get to the top of the ramp.
4) What were your observations regarding force and motion in your model car?
5) Why your car keeps on moving on the ground? What force is causing it to do this?
Build A Flower
Force and Motion
6) In your opinion, what do you think is the role of tires in your model?
7) First, write your prediction below, in the "My Prediction" column. Then, conduct the test and describe what actually happened.
8) Conduct two test on your model car to observe the effects of friction.
Force and Motion
9) Discuss with your group at least one advantage and one disadvantage of friction for the model car.
10) What would have happened if there was no friction? Advantage Disadvantage
Try to create your own design. If you are having trouble coming up with a design then try this example. Building Instructions
Build A Flower
Project 2: A Flower Force and Motion Car
Build A Flower
Car
Project 2: A Flower
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your car project help meet the SDG of sustainable and responsible consumption?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project. I
Build A Flower
Project 2: A Flower Force
and Motion
Car
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
STEM Challenge
Project 10: Seesaw
A simple machine is a tool that makes work easier. There are six types: wheel and axle, lever, inclined plane, pulley, screw, and wedge. A seesaw is an example of a lever. A lever has three parts: the load, fulcrum, and effort. These parts work together to help lift or move objects with less effort.
At the end of this activity the learner will be able to demonstrate an understanding
Architect, Civil Engineer and Transportation Engineer.
Problem
Two friends are sitting on a seesaw at the playground. When one side goes up, the other side goes down. They wonder how the seesaw works. How can they learn more about the forces and motion that make it move?
Challenge
Design and create your own seesaw model.
STEM Challenge
Project 10: Seesaw
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Timer or phone with a timer
Use what you have learned from previous projects for this challenge.
Design Requirements
1) The fulcrum should be in the middle of two weights lever.
2) The seesaw should be able to maintain balance.
3) The seesaw should be able to carry the weight of 2 characters.
4) The seesaw should be powered by electrical energy.
Team Roles
a) Create a team with your friends and list down their names & roles.
Name
STEM Challenge
Build A Flower
Project 10: Seesaw
Project 2: A Flower
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Mechanism A process, technique, or system for achieving a result.
Load A mass or weight.
Fulcrum The place where the lever pivots.
Plan
What model are you building? Describe it here
Think about the structure of a seesaw. What does it look like? What mechanism will move the seesaw? Draw and label the load, fulcrum, and effort in your model. Brainstorm
STEM Challenge
Project 10: Seesaw
Create
Create your seesaw.
Evaluation
Student’s Record Sheet
(Colour the correct option)
1) Is the fulcrum in the middle of the lever?
2) Is the seesaw able to maintain balance?
3) Is the seesaw able to carry the weight of 2 characters?
4) Is the seesaw powered by electrical energy?
5) Did you label the load in your diagram?
6) Did you label the fulcrum in your diagram?
7) Did you label the effort in your diagram?
Build A Flower
8) Which type of lever is your seesaw?
9) Estimate how long you think the seesaw can continue to go up and down.
10) Use the timer and time how long the seesaw goes up and down. How close was your estimate?
11) Describe how did you use electrical energy to create motion in the seesaw.
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
STEM Challenge
Project 10: Seesaw
Reflection
a) How could your seesaw project help meet the SDG of promoting affordable and clean energy?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype.
I can code my prototypes to do what i want.
Build A Flower
STEM Challenge
Project 2: A Flower
10: Seesaw
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
STEM Challenge
Project 11: Conveyer Belt
Introduction
A simple machine is a tool that makes work easier. There are six types: wheel and axle, lever, inclined plane, pulley, screw, and wedge. A conveyor belt is an example of an inclined plane. It helps move objects up or down with less effort. Simple machines are used in many everyday tools and machines.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Architect, Civil Engineer, and Transportation Engineer.
Problem
Two students want to help a town in need. A business will donate materials to build 20 yurts, but they must be moved up a hill. The students need a device to carry the materials automatically. What kind of device could they design?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
STEM Challenge
Project 11: Conveyer Belt
Design and create a machine that is able to automatically carry heavy materials up a hill.
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil Challenge
Team Roles
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Conveyer belt A moving belt that transports objects.
Yurt A round tent-like structure.
Inclined Plane A simple machine consisting of a sloping surface, used for raising heavy bodies.
Pulley A small wheel with a grooved rim used with a rope or chain to change the direction of a pulling force and in combination to increase the force applied for lifting.
STEM Challenge
Build A Flower
Project 11: Conveyer Belt
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
Think about the structure of a conveyer belt. What does it look like? What mechanism will move it? Design and show it with an illustration.
Create
Create your conveyer belt.
STEM Challenge
Project 11: Conveyer Belt
Evaluation
Use what you have learned from previous projects for this challenge.
Student’s Record Sheet (Colour the correct option)
1) Circle all the simple machines you used to build this project.
2) The area where the yurts will be built is separated into four different sections. After all 20 yurts are built how many yurts will be in each section?
3) Explain how your machine works.
4) Explain how your automatic machine will make the manual work of moving the materials easier.
Pulley
Wheel and Axel Screw
Wedge
Build A Flower
STEM Challenge
Project 2: A Flower
11: Conveyer Belt
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your conveyor belt project help meet the SDG of promoting reduced inequalities?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype.
I can code my prototypes to do what i want.
STEM Challenge
Project 11: Conveyer Belt
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
Renewable Resources
Project 12: Windmill
Engineers design better ways to generate electricity from wind, water, and solar energy. Wind is renewable because it is created by the sun’s heat. Windmills use wind power to create energy without pollution. This energy can be used to lift objects and do work.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Wind Farm Developer, Wind Turbine Manufacturer, Materials Engineer, and Biochemists.
Problem
On a hike, two friends find a treasure in a deep pit. As strong winds blow, one of them has an idea. They want to use wind power to lift the treasure. How can they design a device to do this?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
Renewable Resources
Project 12: Windmill
Challenge
Act as an engineer to design and build a machine that can use wind energy and convert it into mechanical energy to lift the treasure out of the deep pit.
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Crayons
4. Measuring Tape or Ruler
Team Roles
Material Manager Head Architect Team Captain Project Tester
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Role
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Sea Breeze Any wind that blows from the sea towards the land.
Land Breeze A breeze blowing usually at night toward the sea from the more rapidly cooling land.
Pit A hole in the ground.
Efficient Working in a way that gets results.
Treasure Wealth (as money or jewels) is stored in a reserve.
Renewable Resources
Build A Flower
Project 12: Windmill
Project 2: A Flower
Plan
What model are you building? Describe it here
Brainstorm
Think about the structure of a windmill. What does it look like? What mechanism moves the blades and how does it produce force? Explain your understanding with an illustration.
Create
Create your windmill. Test, then add 2 more blades.
Student’s Record Sheet (Colour the correct option)
1) Were you able to make your own design or did you use the example? Evaluation
Renewable Resources
Project 12: Windmill
2) Try it. Does your design work well?
3) Is wind energy a renewable resource?
4) Measure the distance from your 2-blade windmill to the last place you can feel the air from it and write it down.
5) Measure the distance from your 4-blade windmill to the last place you can feel the air from it and write it down.
Note:
8) First, think aboutwhich model you think will be best and describe why in the prediction column below. Then, conduct the test and describe what actually happened. In your model windmill you have used a small drive gear with only 8 teeth. The big driven gear lifts the treasure. This is slow, but this setup allows it to do a lot work. After building it, you must have noticed how easy it is to rotate. It means that even a small speed of the wind flow will easy be able to lift the treasue.
Build A Flower
Project 2: A Flower
12: Windmill
7) What is a wind turbine and why is it important?
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Project 12: Windmill
Building Instruction - 2 Blades
Renewable Resources
Project 12: Windmill
Building Instruction - 4 Blades
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your windmill project help meet the SDG of promoting affordable and clean energy?
7
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
Renewable Resources
Project 12: Windmill
I can develop a working prototype.
I can code my prototypes to do what i want.
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
Earth in the Solar System
Introduction
The Sun is at the center of the solar system, with planets orbiting around it. A planet’s path around the Sun is called an orbit. Earth orbits the Sun and also spins on its axis. The Moon orbits Earth, taking 27.3 days to complete one cycle.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Astronomers, Atmospheric Scientists, and Meteorogist.
Problem
A student dreams of becoming an astronomer. They love learning about the solar system and want to build a model. Their goal is to show how the Earth and Moon move around the Sun. How can they design their model?
Challenge
Design and build a model that demonstrates the movement of the Earth and the Moon around the Sun.
At the end of this activity the learner will be able to demonstrate an understanding
Earth in the Solar System
Project 13: Movement of the Earth and the Moon around the Sun
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Measuring Tape or Ruler
4. Flashlight/Torch
Design Requirements To Test Your Model:
Rotate the beam and observe the position of the Sun, Earth and Moon closely. The Earth revolves around the Sun, and the Moon revolves around the Earth.
When the Earth comes between the Sun and the Moon, the Moon does not get any sunlight.The shadow of the Earth falls on the Moon and it looks dark. This is called a lunar eclipse.
However, when the Moon comes in between the Earth and the Sun, the Sun is hidden behind the Moon and is not visible from Earth. This phenomenon is called a solar eclipse
Team Roles
a) Create a team with your friends and list down their names & roles.
Name
Earth in the Solar System
Build A Flower
Project 13: Movement of the Earth and the Moon around the Sun
Project 2: A Flower
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Elliptical An oval shape.
Orbit A circular path.
Astronomy The study of objects and matter outside the earth's atmosphere.
Lunar Eclipse When the Earth moves between the sun and the moon.
Solar Eclipse When the Moon moves between Earth and the Sun.
What model are you building? Describe it here Plan
Think about the structure of the Sun, Earth, and Moon. What does it look like? Where are they placed in the solar system? Explain your understanding with an illustration. Brainstorm
Earth in the Solar System
Project 13: Movement of the Earth and the Moon around the Sun
Create
Create your model that demonstrates the movement of the Earth and the Moon around the Sun.
Evaluation
Student’s Record Sheet (Colour the correct option)
1) Were you able to make your own design or did you use the example? Yes
Mine
Example
2) Try it. Does your design work well? Days
3) It takes 27.3 days for the Moon to complete one orbit of the Earth. We can round that number to 27 Using the number 27, how many days will it take for the Moon to orbit the earth 10 times?
4) Demonstrate a solar eclipse using your model and describe how a solar eclipse takes place.
5) Demonstrate a lunar eclipse using your model and describe how a lunar eclipse takes place.
6) Using the light of a torch as the sun, explain why is it night in parts of the world while it is daytime in other parts of the world.
Build A Flower
Earth in the Solar System
Project 2: A Flower
13: Movement of the Earth and the Moon around the Sun
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Earth in the Solar System
Project 13: Movement of the Earth and the Moon around the Sun
Earth in the Solar System
Project 13: Movement of the Earth and the Moon around the Sun
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your solar system project help meet the SDG of promoting industry, innovation, and infrastructure?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
Earth in the Solar System
Project 13: Movement of the Earth and the Moon around the Sun
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
Technology - Wheel
Project 14: Wheel and Axle
Introduction
A wheel is a round object that spins on an axle. It moves faster and farther if it has a larger circumference. Wheels reduce friction, making it easier to move loads. Pulleys have grooves, and gears have teeth to help transfer force.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Auto Manufacturer, and Automotive Engineer.
Problem
A student is fascinated by cars and wants to learn how they work. They decide to build a model of a wheel and axle. How can they design their model to understand how wheels help cars move?
Challenge
Design and build a model of a wheel and axle.
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
Technology - Wheel
Project 14: Wheel and Axle
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
3. Scale
Team Roles
a) Create a team with your friends and list down their names & roles.
Name
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Steer To guide or control the movement.
Wheel A circular object that revolves on an axle.
Axle The rod that goes through the center of a wheel that helps it move.
Zigzag To move right and left alternately.
Load How much weight a wheel can carry and still move.
Friction The resistance of motion.
Technology - Wheel
Build A Flower
Project 14: Wheel and Axle
Project 2: A Flower
Plan
What model are you building? Describe it here.
Brainstorm
Think about a wheel and an axle. What does it look like? How does it work? Explain your understanding with an illustration.
Create
Create your model of a wheel and axle.
Technology - Wheel
Project 14: Wheel and Axle
How a Wheel and Axle Works
Evaluation
Push the model along ths table in a straight line, and try driving it in a zigzag pattern with sharp turns.
Student’s Record Sheet (Colour the correct option)
1) Were you able to make your own design or did you use the example?
2) Try it. Does your design work well?
Build A Flower
Project 2: A Flower
3) Find some rocks, extra blocks, or small objects to place on your model. Weigh them on the scale and place the weights in the box to the right.
4) Test pushing and steering your model with each of the different blocks. Are any of them too heavy and stop the wheel from moving?
5) Where are wheels and axles used? Write down 3 examples from everyday life.
6) Describe what happens when you steer the wheels.
Building Instructions
Try to create your own design. If you are having trouble coming up with a design then try this example.
Technology - Wheel
Project 14: Wheel and Axle
Technology - Wheel
Project 14: Wheel and Axle
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your wheel and axle project help meet the SDG of promoting industry, innovation, and infrastructure?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype.
I can code my prototypes to do what i want.
Technology - Wheel
Project 14: Wheel and Axle
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
Design Strengths Suggested Improvements
STEM Challenge
Project 15: Steering Car
Introduction
Pushing a cart without wheels would be difficult because of friction. A wheel is a round object with an axle in the center that helps it move. The wheel and axle make it easier to push or pull heavy objects. This simple machine reduces effort and increases efficiency.
STEM Careers Connection
This project features tasks that resemble people working in the following careers: Automotive Engineer, and Transportation Engineer.
Problem
Two friends saw a family pulling a wagon with children inside. They were amazed at how easy it was to pull and steer around obstacles. This made them wonder if they could design a car that steers like the wagon. How could they build a model to test their idea?
At the end of this activity the learner will be able to demonstrate an understanding of the following: Objectives
STEM Challenge
Project 15: Steering Car
Challenge
Your challenge this week is to design and create your own steering car model.
Requirements
1. Lego Simple and Powered Machines Kit
2. Pencil
Design Requirements
Use what you have learned from previous projects for this challenge.
The car should be able to turn left and right
The car should use a gear ratio
The car should be powered by mechanical or electrical energy
The Gear Ratio is the relationship between the number of teeth on two gears connected together. In the above picture, the larger gear has 40 teeth, while the second, smaller gear has 8 teeth. The gear ratio is therefore 40/8 (also written as 5:1). This means that for every one revolution of the larger gear, the smaller gear makes 5 revolutions. The first number in the ratio is usually the drive gear.
STEM Challenge
Build A Flower
Project 15: Steering Car
Project 2: A Flower
Team Roles
a) Create a team with your friends and list down their names & roles.
Name Role
Vocabulary
Read the following vocabulary words and definitions that you will learn throughout this challenge.
Steer To guide or control the movement.
Wheels A circular object that revolves on an axle.
Revolution Rotation of an object in a circular motion.
Conserve To protect from harm or from excessive use.
Performance The capabilities of a machine, product, or vehicle.
Plan
What model are you building? Describe it here
Material Manager
Head Architect
Team Captain
Project Tester
STEM Challenge
Project 15: Steering Car
Think about the structure of a car. What does it look like? What mechanism will turn the car left and right? Explain your understanding with an illustration. Brainstorm
Create Create your steering car.
Evaluation
Student’s Record Sheet (Colour the correct option)
1) Is your model powered by electrical energy?
2) Does your car turn left and right?
Build A Flower
Project 2: A Flower
Steering Car
3) What is the gear ratio used in your solution?
4) How many wheels did you use in your solution?
5) Describe the effects of using a 1:5 gear ratio on the performance of the car.
6) How does using a 1:5 gear ratio help conserve energy?
7) Describe how did you use electrical energy to create motion in the steering car .
STEM Challenge
Project 15: Steering Car
Improve
Reflect on your model's performance. Are there any changes that can be made to improve its performance?
Reflection
a) How could your steering car project help meet the SDG of promoting industry, innovation, and infrastructure?
b) How might people in the career fields listed for this project also help contribute to the SDG?
c) Self-reflect on your work on this project.
I can break down a problem.
I can develop a working prototype. I can code my prototypes to do what i want.
STEM Challenge
Project 15: Steering Car
Communication
Communicate your ideas and present your work to the class. Collect feedback from the class about your model for further improvement. Fill in the table based on their feedback.
